EFFICIENCY OF STUDENT TRANSFER MANAGEMENTTHROUGH AN INTEGRATED SIMKES ARCHITECTURE

 Official image template: Educational Management Information System

By Deuis Aisah

Introduction. School administration digitalization is not merely a matter of replacing paper documents with digital documents or providing several stand-alone applications. Service efficiency depends greatly on how data can be entered, processed, transferred, stored, retrieved, and used by the units that need it. In student transfer management, this issue becomes increasingly important because the transfer process involves student identity data, the originating and destination schools, supporting documents, administrative status, and approvals from authorized parties. An integrated Student Management Information System (SIMKES) architecture can provide a framework for connecting all of these processes so that transfer services do not operate separately.

First, an integrated SIMKES can accelerate the flow of student transfer data. In administrative processes that are still manual, staff often have to check files, re-enter data, send documents through different media, and retrieve archives when needed. Such processes require time and create opportunities for recording errors. With an integrated database, available student data can be reused according to user authorization. Staff do not need to repeatedly enter the same information at every stage of the service.

Second, an integrated architecture helps connect the units involved in student transfers. Transfer management may involve the administrative office, student affairs, homeroom teachers, school leaders, and other parties according to applicable procedures. If each unit works with different data and documents, the process may be delayed because information has to be sent repeatedly. An integrated system enables each unit to obtain relevant information based on its access rights. Thus, the transfer process can move from one stage to the next without having to restart data verification from the beginning. However, system speed does not automatically produce efficient services. The information structure, work procedures, and division of responsibilities must be clearly designed. SIMKES needs to have an orderly flow of data input, processing, output, and storage. Student data must be checked for consistency before it becomes the basis for administrative documents or decisions.

Third, an integrated SIMKES can reduce repetitive work. Student identity data, class history, administrative documents, and transfer-process status can essentially be managed in one structured data source. Once the data are available and can be reused according to authorization, staff do not need to enter the same information repeatedly. This can save working time while reducing the possibility of multiple versions of student data appearing across different units.

Fourth, data integration can strengthen the control and monitoring of the student transfer process. Each stage can be designed with a clear status, such as submission, document review, data verification, approval, document issuance, and completion. This status information helps staff identify which tasks have been completed and which still require action. For school leaders, information that is available more quickly can be used to monitor service workloads, identify points of delay, and improve procedures.

Furthermore, an integrated SIMKES supports information-based decision-making. At the operational level, data are used to complete daily student transfer services. At the managerial level, information can be used to evaluate the number of transfers, completion time, document completeness, and process obstacles. At the strategic level, historical data can help schools understand patterns of student movement and serve as a basis for planning student management. Thus, transfer data do not remain merely administrative archives but can develop into information that supports school management.

Author Biography

Deuis Aisah was born in Bandung on October 22, 1983. She is the third of four siblings. She resides in Saparako, Majalaya District. Email: [email protected]. Education: SDN Talun I, graduated in 1995; SMPN I Ibun, graduated in 1998; SMA Pasundan Majalaya, graduated in 2001; Bachelor's degree (S1) from UPI Bandung, majoring in Regional Language Education, graduated in 2006; Bachelor's degree (S1) from Universitas Terbuka, majoring in Primary School Teacher Education (PGSD), graduated in 2015. She is currently pursuing a Master's degree (S2) in the Islamic Education Management Study Program at UIN Sunan Gunung Djati Bandung. Her motivation for pursuing MPI is to broaden her insight and knowledge and to strengthen her management competencies as a foundation and resource for managing schools in general and herself in particular. Motto: “Besides understanding, one must also be sensitive; Sharpen, Love, Nurture.”

This article is adapted from the teaching module for the Educational Management Information Systems course.

Source: Rusdiana, Sistem Informasi Manajemen Pendidikan, Digital Library UIN Sunan Gunung Djati Bandung.

https://digilib.uinsgd.ac.id/96098/